Using Learner-Generated Videos to Foster Multimedia Communication Skills in Graduate Health Profession Education

Today, AI is revolutionizing education, especially in medicine and allied health. With changing technologies, artificial intelligence (AI) now provides advanced tools to support students' individualized and personalized learning. Students often rely on AI based on its functional capabilities, utilizing AI-powered platforms for diverse academic tasks. AI can adapt content to accommodate different learning preferences, engaging students more deeply and fostering independent critical thinking. However, reliance on AI can potentially improve and stimulate critical thinking and also can hinder the acquisition of higher-order thinking skills, such as analysis, evaluation, and synthesis. This study used a descriptive correlational research design to assess students' learning preferences and investigate the level of reliance and critical thinking skills on AI-powered educational platforms. Moreover, it explored the variables' correlation. The findings revealed that the respondents preferred a visual approach, among other learning preferences, and demonstrated a high level of cognitive reliance and critical thinking in utilizing AI tools. In conclusion, the study underscores that most of the respondents preferred a visual learning approach with a high level of cognitive reliance and a high level of critical thinking within the AI-powered educational platform. Furthermore, the data revealed that when the respondents aligned their learning with their individual preferences, their cognitive reliance and critical thinking toward AI increased.

Research into asynchronous online discussions (AOD) produced conflicting, contradictory results. A central problem was AOD often did not produce a high level of engagement and critical thinking. Synthesizing best practices, a dialectical framework was developed around concrete, actionable levers to improve thinking in online and remote courses. Using a convergent mixed methods triangulation design, a thematic analysis compared AOD for unstructured, structured response system, and the introduction of a structured conversation system, finding a significant improvement using a structured conversation system which incorporated a social and personal component. Instructors needed to organize three levels: the back, the stage, and the front. Applying a typology analysis to AOD, instructors can improve and maintain high levels of critical thinking, engagement, and social interaction.

RETRACTED: Steal like an artist: Connection between critical thinking and creativity of a future musician in a digital environment

RETRACTED: Critical thinking of a translator: Expanding the practice of using and editing machine translation

This paper discusses a small-scale study assessing the extent to which the instructional design of a web-enhanced educational learning environment using the specific CMC discussion board tool facilitated higher-order thinking processes. The study was carried out in a secondary Physics I online module with 38 male and female high school students. Group discussion posts and final analyses data was coded and analyzed using the Garrison, Anderson, and Archer (2001) Community of Inquiry (CoI) model. Two raters coded over 311 discussion messages using the cognitive presence categories and indicators to determine the level of higher-order thinking processes. Each message was given a number relating to the model’s categories: 1= triggering , 2= exploration , 3= integration , and 4= resolution , plus an additional category of 5= social to determine the level of social presence. Results determined that 8% of participant groups’ postings moved to higher levels of thinking processes through the use of authentic learning activities, CMC discussion board tool, and teacher presence, however 32% could not move beyond exploration. Over 43% of student postings scored in the social category, an increased result than previous studies in higher education. Data also indicated 19 out of 38 that is 50% of the participants were able to score in the higher-order thinking levels on their final analyses rather than in the discussion thread. Well-designed online learning modules offering learners authentic learning activities, CMC collaborative tools, prompting questions, and teacher presence must be accompanied with precise structured directives for secondary learners to achieve higher levels of critical thinking within collaborative discussion groups. DOI: 10.2458/azu_itet_v1i1_manley

The aim of this research is to explain the use of the DRTA method and the level of critical thinking in improving students' ability in editing scientific articles. The method used in this research is experimental research. The result shows that using the DRTA method affected the ability to edit scientific articles if it is in accordance to the students’ level of critical thinking (high and low). Learning outcomes of editing scientific articles of students who have high critical thinking scales are different from learning outcomes of editing scientific articles of students who have low level of critical thinking. Students who were treated with the DRTA Method had higher level of critical thinking and had significant differences from those who had low levels of critical thinking. The acquisition of the average score showed the students who studied with the DRTA method and had a high critical thinking level are 90.1, while the score of the students who had a low critical thinking level are 79.3.

Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online

BackgroundCritical thinking constitutes a multifaceted and dynamic process to make appropriate decisions and solve problems. In simulation-based learning, critical thinking can be influenced by personal factors, facilitators, and design.ObjectiveThis study was conducted to investigate the experiences and factors associated with critical thinking in simulation-based maternal-child nursing education.MethodsThis study utilized an explanatory sequential mixed-methods approach. In the quantitative phase, convenience sampling was employed to select 400 undergraduate nursing students who met the following inclusion criteria: no history of repeating the maternal-child nursing and midwifery practicum course and class attendance of at least 80% of the total instructional hours. Following the completion of quantitative data collection, purposive sampling was used to recruit 80 students who had participated in and completed the initial survey to participate in focus group discussions.ResultsHalf of the nursing students had moderate scores of critical thinking on maternal-child nursing simulation. The regression analysis revealed that perception of professional identity, a personal factor, was statistically significantly associated with a high level of critical thinking (Beta = 0.207, t = 4.607, p = 0.000). Additionally, the attitude toward simulation (Beta = 0.139, t = 2.731, p = 0.007) and perceived stress (Beta = -0.103, t = -2.269, p = 0.024) were statistically significantly associated with critical thinking level. In the simulation design, the support aspect toward simulation design (Beta = 0.265, t = 2.943, p = 0.003) and the problem-solving aspect toward simulation importance (Beta = 0.239, t = 2.288, p = 0.023) were statistically significantly associated with a high level of critical thinking. The multiple linear regression model accounted for 35% of the variance in critical thinking with maternal-child nursing simulated learning. Qualitative data revealed the following themes: (1) a well-planned approach enables me to optimize my learning; (2) allow me to make mistakes, but please don’t leave me with failure; and (3) emulating practice shapes my growth as a nursing professional.ConclusionsThe personal factor and simulation design factors were important for increasing critical thinking level. Promoting effective learning strategies, such as the use of simulated experiences, is useful in enhancing midwifery and nursing students’ competencies.

Responding in Crisis: Considerations for Administrators and Faculty

Context Best practice guidelines indicate the need for suicide prevention training for athletic trainers. However, no resources exist that address suicide prevention programs that are specifically designed for athletic trainers and their roles working with student-athletes and mental health crisis teams. Objective To describe an introductory model for implementing suicide prevention training into an athletic training curriculum. Background Current Commission on Accreditation of Athletic Training Education standards identify suicidal ideation as one of the behavioral health conditions that need to be addressed within athletic training curricula. Introducing educational models for implementing suicide prevention training and mental health emergency action plans (EAPs) into curricula will assist educators in preparing athletic training students to recognize and assist student-athletes who are in a suicidal crisis. Description An introductory educational model for implementing suicide prevention training into an athletic training curriculum that highlights gatekeeper training, appropriate suicide terminology, recognition of suicidal ideation in student-athletes, proper responses to student-athletes in crisis, use of experiential exercises, and development of a mental health—suicide-specific EAP. Clinical Advantage(s) Within this educational model, a threefold benefit exists for athletic training students: (1) engagement in meaningful experiential exercises to enhance their readiness to enter clinical practice with the skills and knowledge needed to recognize, assist, and refer student-athletes dealing with suicidal ideation; (2) skill development in the design, development, and implementation of a mental health—suicide-specific EAP; (3) interdisciplinary collaboration with mental health professionals that enhances appreciation for their expertise and promotes the value of each professional's role on the mental health crisis team. Conclusion(s) This introductory model for implementing suicide prevention training within an athletic training curriculum offers an instructional strategy that supports the Commission on Accreditation of Athletic Training Education standards, professional readiness for athletic training students, and interdisciplinary collaboration among mental health and athletic training professionals.

This study aims to explore Arab Open University- Jordan (AOU) students’ critical thinking skills, and whether these skills varied according to variables like their university level (first and fourth year of study), gender, age, and major at university. 248 students have been randomly chosen to participate in the study. California Critical Thinking Skills Test was used to collect data. The study revealed that students’ general levels of critical thinking were below the acceptable educational level, and students in the fourth year had better critical thinking skills than students in the first year. Additionally, females showed a higher level of critical thinking than males whereas age and major did not play a major role in developing critical thinking skills. Based on the results, reforms in the education system should be initiated in terms of course content, instruction, and evaluation. Further research should also be conducted to determine which factors contribute to developing students’ critical thinking skills

To analyse the levels of critical thinking among nurse managers and registered nurses and to explore the association between these levels and socio-demographic and occupational factors. Critical thinking is an essential skill in advanced clinical nursing. However, few studies to date have explored critical thinking levels in nurse managers or compared them with those recorded in registered nurses. A randomized sample of 44 nurse managers and 295 registered nurses from a tertiary hospital in Barcelona participated in this study. The Nursing Critical Thinking in Clinical Practice Questionnaire was used to measure the level of critical thinking. The data were analysed using multivariate analysis by logistic regression. Levels of critical thinking were higher in nurse managers than in registered nurses. Age, work shift schedule and educational level were associated with a higher level of critical thinking in nurse managers and were predictor factors. This study identified age, work shift schedule and educational level as factors that impact on the acquisition of critical thinking skills among nurse managers. This study provides substantive evidence of the levels of critical thinking among nurse managers. When introducing strategies to enhance these skills, the associated occupational factors should be taken into account.

Context Knowledge and understanding of effective practices for integration of patient-reported outcome measures (PROMs) within athletic training curricula are necessary to bridge the gaps between didactic application, content assessment, and clinical implementation. Objective To provide athletic training educators with a tiered approach to implement content and assessments related to PROMs in the athletic training curriculum. Background An emphasis in the athletic training community is the need to incorporate patient-oriented evidence that matters into clinical practice. One way of achieving this transfer of knowledge is incorporating PROMs into athletic training curriculum. The 2020 Commission on Accreditation of Athletic Training Education (CAATE) Standards include PROMs and strategies to evaluate them for use in clinical practice to improve patient care. Thus, stakeholders responsible for students' education must have the knowledge and ability to properly address these standards in order for students to utilize these skills as future athletic trainers. Description This article offers an approach for educators to teach and assess PROMs within their athletic training curriculum. Clinical Advantages By utilizing an effective teaching approach for the implementation of PROMs, educators, preceptors, and students may collectively integrate these validated tools accurately into patient care to provide a more holistic practice. In addition, using a tiered approach will increase understanding and confidence for athletic trainers who have identified barriers and may not have prior clinical experience in the implementation of PROMs with patient care. Conclusions The knowledge and use of PROMs are expected of students in CAATE-accredited athletic training programs. In order to ensure and enhance the transfer of knowledge from the didactic setting to clinical practice, the use of a tiered approach may benefit athletic training educators as they integrate this content into coursework. In turn, perhaps future clinicians may be more apt to value the benefits of PROMs.

Athletic Training Educators' ConferenceApril 29–May 1, 2021

Context:Traditional athletic training programs (ATPs) typically use a cohort model, which may create difficulty in integrating a study away/abroad program or international experiences into the model.Objective:To propose a model of study away/abroad and international opportunities embedded within the current athletic training curriculum.Background:Cultural competence (CC) became a component of the Commission on Accreditation of Athletic Training Education 5 years ago in the fifth edition competencies. The Commission on Accreditation of Athletic Training Education-accredited ATPs, however, struggle to teach this concept effectively to students. The implementation of study away/abroad models in the athletic training curriculum may maximize students' exposure to other cultures.Synthesis:A review of the current study away/abroad programs and international opportunities, as well as educational values of short-term study away/abroad programs in athletic training education.Results:Study away/abroad/international experiences may provide opportunities for athletic training students to increase cultural awareness.Recommendations:Professional ATPs should consider integrating study away/abroad and international experiences into the athletic training curriculum and offer both didactic and clinical experiences internationally.Conclusions:The curricular integration of study away/abroad and international experiences provides athletic training students the opportunity to increase cultural competence with a programmatic and efficient approach.